ANNOTATED BIBLIOGRAOHY 1

Annotated Bibliography

King Saud University

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Annotated Bibliography

Aldalbahy, K. (2022). The Relationship between Code-switching and the Level of Language

Proficiency in the Second Language of Saudi Female Students. Arab World English

Journal, 13,(4) 309-324.

https://sdl.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?

direct=true&db=awr&AN=161108330&site=eds-live

The writer's study aims to determine if code-switching is a sign of language proficiency

or deficiency. Twenty-four volunteer students were taken from the Department of English

master’s Studies program. Volunteers were selected based on their proficiency scores on

the IELTS test. Scores ranged from 6.5 to 5. In this study, the researcher used two

research tools: a questionnaire and an elicitation of the production task. The researcher

used a questionnaire designed by (SmartSurvey). The questionnaire was sent via a

WhatsApp group in a group where volunteers join. The questionnaire consisted of 10

items arranged on a Likert scale ranging from strongly agree to disagree strongly the

questionnaire included a few questions discussing the extent to which the switching code

was accepted and whether it was a sign of language proficiency or a deficiency. The

second tool is to put the students under the condition of a free discussion of two topics

and take an informal voice agreement from them to record fifteen to twenty minutes of

the conversation for later analysis. Aldalbahy (2020) concluded the results of the audio

clip study, which is that female students with a higher score in IELTS and intermediate

level students tend to use code-switching to the same extent since it was not clear that

code-switching is a sign of language proficiency. On the other hand, the students with

higher proficiency in the language used the intra-sentential switches more. As for the
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intermediate students, the proficiency level tends to use the inter-sentential switches. The

questionnaire results showed that eighty-three percent of the students prefer to use the

code-switching between Arabic and English with bilinguals like them. Moreover, they

use code-switching because they lack one of the two languages. not mastering their main

languages.

Alsalami, A. (2021). Arabic English Code Switching among Saudi Speakers. Arab World English

Journal, 12(4), 118-131.

https://awej.org/arabic-english-code-switching-among-saudi-speakers/

In this research, the researcher assumes that Saudis code-switching for reasons that are

related to age, gender, and cultural or educational level. This study used the descriptive

approach a questionnaire designed by the researcher based on previous studies is

distributed among Saudis as native speakers of Arabic and it consisted of 30 items. The

reliability of the test was calculated using a correlation coefficient. The value of the

Pearson correlation coefficient is (0.83). It is of high value and acceptable for the

purposes of this study. The equation used was Cronbach alpha (Cronbach - Alpha) for

internal consistency. The level of scale answer for each paragraph was according to the

five-point. The study sample consisted of 426 Saudis who speak Arabic, and the

characteristics of the sample were sorted in tables. It consisted of 256 females and 173

males, the ages of the samples ranged from 18 to 64. The first table sorts the samples

according to their gender, the second table sorts them according to their ages, the third

table sorts them according to their jobs, the fourth table sorts them according to their

academic level, and the fifth and final table sorts the samples in terms of English

language proficiency. The researcher showed the results of the study based on each table
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in order. First, the researcher found, by observing the average, that the gender and code-

switching frequencies are very close between males and females, and that this may often

be due to their passing through the same conditions. In terms of age, the researcher

concluded that age does not have a statistical link because the switching code is very

close to young and middle-aged Saudis. But in terms of jobs and education, code-

switching was spread with higher frequencies among employees and graduates, and this

is often due to the employees’ dealings with other foreign employees or the practice of

work that requires mastering the English language, which necessitates code-switching

unconsciously. As for the graduates, this is due to the fact that they have studied intensive

English curricula over the years of learning.

Dewaele, J. M., & Wei, L. (2014). Attitudes towards code-switching among adult mono-and

multilingual language users. Journal of Multilingual and Multicultural Development,

35(3), 235-251.

https://www.researchgate.net/publication/258505646_Attitudes_towards_code-

switching_among_adult_mono-_and_multilingual_language_users

In this research, the researchers are trying to prove if there is a relationship exists

between growing up in a multilingual environment and a positive attitude towards code-

switching. The researchers made an open-access questionnaire using the snowball

method, and it was published on the Internet. It includes 2070 participants from 204

different nationalities, divided into 1535 women and 428 males. Their average age is

about 34.6 years. The participants are generally highly educated, 31 of them have a high

school diploma, 633 have a bachelor's degree, 757 have a master's degree, and 644 have

the Ph.D. The researchers conclude the results as follows: it has not been proven that
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code-switching is related to a lack of language proficiency, but it’s associated with higher

education students who are more likely to use code-switching. Also, the researchers

discovered through the results that women are more likely to use code-switching among

their relatives. However, the researchers show in the results that the collected data were

unsuccessful because most of the participants did not answer the questions related to the

code-switching, because they felt that some of the questions are threats, as well as having

some difficulty to understand the syntactic questions or perhaps because they fear of

being judged for not mastering their main languages.

Eldin, A. (2014). Socio Linguistic Study of Code Switching of the Arabic Language Speakers on

Social Networking. International Journal of English Linguistics, 4 (6), 78-86. URL:

http://dx.doi.org/10.5539/ijel.v4n6p78

The researcher tries to discover the reasons for the spread of code-switching in social

media, and whether it is related to the economic situation of the individual or to attract

attention, or when emotions and sensitive topics are expressed among Arab speakers who

take English as a second language. The researcher used samples of Arabic profiles on

Facebook platform during the study by linking the topics that included code-switching

with the reasons or justifications that made them use it. The researcher concluded the

results by stating that it was noticed that code-switching is used in sensitive or sexual

topics, due to the consideration of the other language as an encryption tool. Also, the

researcher explained that some people want to attract attention to their topics by changing

some terms to English, and others wanted to show their mastery of the English language

as something prestigious, or perhaps while expressing strong feelings. Lastly, the

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researcher noticed a link between the lack of synonyms from the mother language as a

cause of code-switching.

Herawati & S. S. Fitriani (2021). Using Code-Switching as The Teaching Strategy in Classroom for

Low English Proficiency Learners. ENGLISH EDUCATION JOURNAL, 12(4), 540-557.

file:///C:/Users/admin/Downloads/Using_code-

switching_as_the_teaching_strategy_in_c.pdf

In this study, the researcher discusses that the use of code-switching during education

contributes to the development of language proficiency among students whose level of

English is low. The researcher used the qualitative descriptive approach to prove his

hypothesis. Two tools were used to collect data which are observation sheets and

questionnaires. The participants in this research are two teachers of English as a foreign

language and 60 students in the eighth grade. The first is adapted from the Poplack

checklist note paper (2000). It is set for the teacher to learn about teachers' strategy and

the extent of code-switching that occurred in the classroom as well as the reasons and

advantages and disadvantages of using code-switching in English language teaching. As

for the students, note sheets were used to write down all class activities such as teaching

activities, classroom behavior, and students' language behavior. The physical conditions,

attitudes, and feelings of the students were recorded during class observation thereafter,

the recorded conversations between the students and the teacher were transcribed and

analyzed. The questions that been given to the students consist of eight yes/no questions

related to their satisfaction and their perceptions of the benefits of code-switching. The

results of the study shown in the teacher's questionnaire table show that teachers prefer to

use code-switching in the classroom for several questions in order to explain the new
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terms as well as to build a close bond between the teachers and the students. In addition,

the results of the observation and the students' questionnaire states that 52 out of 60

students showed their satisfaction with the use of the code-switching during the study for

several reasons, including that they feel more open towards their opinions, which makes

them more focused on the lessons and make them indirectly translate some terms quickly.

The researcher summarized the result that teaching by using code-switching is an

effective tool to make students master the English language.

Kapantzoglou, M. Brown, J. Cycyk, L. Fergadiotis, G. (2021, Apr 13). Code-Switching and

Language Proficiency in Bilingual Children with and Without Developmental Language

Disorder. National Library of Medicine.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8608171/

In this paper, the researchers investigated whether code-switching is related to language

proficiency or not for children with developmental language disorder or typical language

development, to see if code-switching indicates a decline in the level of intensive learning

or not. In this study, the researchers took a samples of bilingual children consisting of

sixty-two children proficient in English and Spanish, between the ages of five to seven

years (24 with DLD and 38 with TLD). Negative binomial Poisson regressions and zero

inflation were performed to assess whether the frequency of transcoded words,

transcoded parts, and transcoded sentences were different between children with DLD

and their peers with TLD, controlling for Spanish and English language proficiency. The

used method is the BESA questionnaire and Developing a Bilingual Test: Morphosyntax

Assessment Design. The study used five different samples to analyze the results for more

insurance. The researchers summarized the results of the study for children with
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developmental language disorders who use code-switching more frequently to find

correct vocabulary than their peers with typical language development. But this is not

necessarily related to mastering the language, because not being able to find the

appropriate vocabulary is not the only reason, but rather that there may be social and

cultural reasons that affect the choice of the language to be switched to, because the

frequency of code-switching differs when children are with their teachers, families, or

with each other.

Skiba, R. (1997). Code switching as a countenance of language interference. The internet TESL

journal, 3(10), 1-6 http://iteslj.org/Articles/Skiba-CodeSwitching.html

In this study, the researcher claims that code switching may be a form of language

interference.

The researcher uses close reading, investigation, and inference to other researchers such

as Vivian Cook, David Crystal, and Lesley Milroy Frequently, and links them together to

reach a logical conclusion.

The writer summarized in several lines that code switching may be related to the place,

time, and people with whom the dialogue is being conducted, meaning that it may be

linked to social reasons. In addition, code-switching can be a positive tool for bilinguals,

especially in education or when they want to communicate and exclude listeners to make

the conversations. His conclusion states that if code switching was used for purposes

similar to lack of languages proficiency or lack of proficiency in one of the two

languages, then it could be called “linguistic interference.”

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Yap, F. (2017). Level of Usage of Teachers' Code-Switching Practices as Perceived by Students

in Relation to their English Language Proficiency. International Journal of Scientific and

Research Publications, 7(9), 502-504. file:///C:/Users/admin/Downloads/YapFMG.pdf

In this research, the researcher focuses on proving whether the frequency of teachers' use

of code-switching during teaching is appropriate for students and makes them more

proficient in the English language. In this study, the researchers used a questionnaire

consisting of three parts - the personal characteristics of the student, the teacher's level of

use of code-switching, and the level of English language proficiency. The statistical

formula ANOVA was used to determine the significance level of students' code-

switching and English language and language proficiency in terms of the chosen

variables. Pearson correlation coefficient was used to determine the significance level of

the relationship between code-switching and the respondents' English language

proficiency. 497 of the study participants were randomly selected, consisting of second,

third, and fourth-year students. Most of the respondents are in a second language. 48.20%

of the students have a Bachelor of Computer Science and 26.58% of them have a

Bachelor degree of Science in Office Administration. And lastly, of them have Bachelor

degree of Food Technology and Entrepreneurship with 10.81% for arts. The results of the

study show that many students agreed that their teachers do "always" use code-switching

in the classroom. Students who were from private high schools noticed less use of code-

switching than those who graduated from public high schools. However, Bachelor Arts

students achieved high levels of proficiency in English, is because they are exposed to

the English language as if it is merged into their curriculum. In conclusion, the

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researchers shows that most of those who had very good English proficiency have studied

with teachers who used code-switching in the classroom, which leads them to the

conclusion that the use of code-switching in education affects the level of English

language proficiency.